IQ: What Is It and What Does It Mean? - … · SO WHAT IS IQ? • David Wechsler stated intelligence is, “the capacity of the individual to act purposefully, to think rationally,

IQ: WHAT IS IT AND

WHAT DOES IT

MEAN? PRESENTED BY: ETHAN SCHWEHR, PHD NCSP LP

LEARNING CENTER PSYCHOLOGIST

DECEMBER 8, 2015

2015-2016 Workshop Series

OVERVIEW

• What is IQ

• History and theory

• Definition

• Connections

• IQ Tests

• What is an IQ test?

• Common measures

• Analysis of the WISC-V

• How we use IQ now

• Profiles

• Applications

• Analyze some IQ data/profiles

HISTORY OF

INTELLIGENCE

• Sir Isaac Galton (1822-1922)

• James McKeen Cattell (1860-1944)

• Binet-Simon Scale (1905)

• Stanford-Binet (1916)

(Sattler, 2001)

THEORIES OF

INTELLIGENCE

• Cattell-Horn-Carroll Theory

• Sternberg’s Triarchic Theory

• Gardner’s Multiple Intelligence Theory

(Sattler, 2001)

(McGrew, 2010)

CHC THEORY

Gf: Fluid intelligence

• General reasoning and inductive reasoning

Gc: Crystallized intelligence

• Knowledge and factual information, affected by acculturation

Gv: Visual processing

• Ability to manipulate and understand visual information

Ga: Auditory processing

• Skills needed to listen and respond

Gsm: Short-term memory

• Retaining and recalling information stored for short intervals

Glr: Long-term memory

• Retrieving information over longer periods of time

Gs: Processing speed

• Ability to scan and react to simple tasks quickly

Gt: Decision speed

• Reacting or answering questions quickly with slight to moderate difficulty

Gq: Quantitative knowledge

• Understanding and applying mathematical concepts

• Most intelligence tests are constructed based on this theory

• Overall intelligence level is g

• Usually 9 to 10 subarea abilities

(Sattler, 2001)

GARDNER’S MULTIPLE

INTELLIGENCES

Linguistic Intelligence

• Language and communication

Musical Intelligence

• Rhythmic and pitch

Logical-Mathematical Intelligence

• Logical reasoning

Spatial Intelligence

• Perceiving and modifying perceptions

Bodily-Kinesthetic Intelligence

• Dancing, acting, athletics

Intrapersonal Intelligence

• Knowledge of self and feelings

Interpersonal Intelligence

• Understanding and knowing other’s feelings and thoughts

Naturalist Intelligence

• Find patterns in nature

(Sattler, 2001)

STERNBERG’S

TRIARCHIC THEORY

Metacomponents

• Used for planning, monitoring, and evaluating performance of

a task

Performance Components

• Strategies used to execute a task

Knowledge Acquisition Components

• Used to learn new things

• Selecting encoding

• Selective combinations

• Selective comparisons

(Sattler, 2001)

SO WHAT IS IQ?

• David Wechsler stated intelligence is, “the capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment”

• According to Dictionary.com: capacity for learning, reasoning, understanding, and similar forms of mental activity; aptitude in grasping truths, relationships, facts, meanings, etc.

• Intelligence quotient: Mental Age

Chronological Age

• We use IQ assessments to gather information for intervention, diagnoses

• Strong predictive utility

X 100

(Wechsler, 2014)

BELL CURVE

BASIC STATISTICS

Scores are generally provided as standard scores

• Mean or average of 100

• Standard deviation of 15

Percentiles are often provided to assist with score interpretation

• 70 = 2nd %

• 90 = 25th %

• 100 = 50th %

• 110 = 75th %

• 130 = 98th %

Relationship Reared Together Reared Apart

Identical Twins .86 .76

Fraternal Twins .55 .35

Biological Siblings .47 .24

Unrelated Siblings .30 --

Parent and Offspring .42 .24

Parent and Adoptive

Children

.30 --

HEREDITABILITY

(Sattler, 2001)

ENVIRONMENTAL FACTORS

OF INTELLIGENCE

• Prenatal care

• Nutrition

• Poverty

• Family background

• Stimulation

• Punishment

• Unemployment

STABILITY

For the most part, IQ tends to remain stable.

• By 5 or 6, IQ scores tend to become more stable with an

increase in predictive utility (.50 correlation with educational

attainment by the age of 7 or 8)

• Large variations can occur

• Up to 20-point variations

• Adoption studies have shown 10- to 12-point gains

• Various studies indicate positive thinking about improving IQ

can result in higher scores

Gender differences

• Mainly equal

Gains over time (Sattler, 2001)

CORRELATIONS WITH IQ

Mortality

• Inverse relationship between early life IQ and mortality

• Plays a factor in socioeconomic inequalities in health (Batty et al., 2006)

Functional decline

• Those with higher IQs tend to have less functional decline as they age compared to those with lower IQs (Bosma et al., 2007)

General life outcomes

• IQ scores at age 13 are good predictors of attained education, occupational status, and material well being (Firkowska-Mankiewicz, 2011)

IQ has a strong connection with schooling and academic skills (Ceci & Williams, 1997)

• This in turn leads to better income and job outlook

• A college graduate will earn 31% more than a high school graduate of equal verbal abilities

• The WISC-V has a .80 correlation with the KTEA-3 and WIAT-III overall achievement

Job performance

SO WHAT IS AN IQ TEST?

• Online Measures

• Often inaccurate or only measure one aspect of IQ

• IQ-test.com: 133 to 149 (matrix problems)

• Free-iqtest.net: 140 (various types of problems)

• Standardized Measures

• Have been normed on many individuals

• Have excellent technical characteristics

• Reliability

• Validity

• Have strong predictive utility

http://www.iq-test.com/



COMMON IQ TESTS

Wechsler assessments

• Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) (6-16)

• Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) (16-90)

• Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition

(WPPSI-IV) (2:6-7:7)

Kaufman Assessment Battery for Children-Second Edition (KABC-II)

(3-18)

Stanford-Binet Intelligence Scales-Fifth Edition (SB5) (2-85+)

Woodcock-Johnson-Fourth Edition (WJ-IV) Tests of Cognitive

Abilities (2-80+)

WISC-V OVERVIEW

FIVE MAIN COMPOSITES

Verbal Comprehension Index (VCI)

• Ability to access and apply acquired word knowledge

• Gc

Visual Spatial Index (VSI)

• Evaluate visual details and understand visual spatial relationships

• Gv

Fluid Reasoning Index (FRI)

• Detecting underlying conceptual relationships among visual objects

• Gf

Working Memory Index (WMI)

• Register, maintain, and manipulate visual and auditory information

• Gsm

Processing Speed Index (PSI)

• Speed and accuracy of visual identification and decision making

• Gs

FSIQ: Similarities, Vocabulary, Block Design, Matrix Reasoning, Figure Weights, Digit Span, and Coding

SUBTEST SCORES

VCI

• Similarities* (describe how two words are similar)

• Vocabulary* (define vocabulary terms)

• Information (answer questions about general-knowledge topics)

VSI

• Block Design* (copy block designs)

• Visual Puzzles* (mentally construct puzzles)

FRI

• Matrix Reasoning* (select missing piece to complete matrix or sequence)

• Figure Weights* (select responses to balance a scale)

• Picture Concepts (view two or three rows of pictures and pick similar pictures among the rows)

• Arithmetic (mentally solve math problems)

WMI

• Digit Span* (recall sequence of digits in various orders)

• Picture Span* (presented with pictures then asked to recall them among many more pictures)

• Letter-Number Sequencing (given sequence of letters and numbers and repeat them with numbers first then letters)

PSI

• Coding* (use key to copy symbols corresponding with numbers)

• Symbol Search* (scan groups to identify target symbol)

• Cancellation (mark objects in random and sequenced presentations)

(Wechsler, 2014)

SIMILARITIES

EXAMPLE

EASY

How are red and blue alike?

ABSTRACT

How are the ocean and

the sky alike?

VOCABULARY

EXAMPLE

EASY

What is broccoli?

ABSTRACT

What does parsimonious

mean?

MATRIX REASONING

EXAMPLE

EASY ABSTRACT

(Wechsler, 2014)

VISUAL PUZZLE

EXAMPLE

EASY ABSTRACT

(Wechsler, 2014)

FIGURE WEIGHTS

EXAMPLE

EASY ABSTRACT

(Wechsler, 2014)

DIGIT SPAN EXAMPLE

EASY

Forward

Backward

Sequencing

ABSTRACT

Forward

Backward

Sequencing

PICTURE SPAN

EXAMPLE

CODING EXAMPLE

SYMBOL SEARCH

EXAMPLE

COMPLIMENTARY

SUBTESTS

• Naming Speed

• Literacy

• Quantity

• Storage and Retrieval

• Immediate

• Delayed

• Recognition

COMMON PROFILES

• ADHD

• Lower scores on WMI and PSI

• Common lower scores on Digit Span (WMI) and Coding (PSI)

• English Learners

• High functioning autism

• Lower scores on the WMI and PSI

• Learning Disabilities

• Tend to have statistically lower scores across each index for populations with reading/writing/math disorders

• Math and Reading

• Math tends to be correlated with nonverbal reasoning

• Reading/writing is more connected with verbal reasoning

COMMON APPLICATIONS

OF IQ TESTS

• Giftedness

• FSIQ ≥ 130

• Intellectual Disability

• FSIQ ≤ 70 ± 5

• Also need to display deficits in adaptive behavior

• Learning Disabilities

• Only in schools within certain states

• Newer definitions of learning disabilities only require

information from academic deficits

LEARNING DISABILITIES IN

SCHOOLS IN MINNESOTA

• Three components

• Underachievement • Oral expression, listening comprehension, written expression,

basic reading skills, reading comprehension, reading fluency, mathematics calculation, mathematical problem solving

• AND

• Processing deficits • Storage, organization, acquisition, retrieval, expression,

manipulation

• AND

• Severe discrepancy • Mathematical calculation of difference between cognitive

functioning and academic skills

• OR

• Inadequate rate of progress • Response to Intervention (RTI)

IQ = 100 Achievement = 79

IQ = 90 Achievement = 73

PRACTICE IQ PROFILES

Index Score Percentile Rank

Verbal Comprehension Index 72 3

Visual Spatial Index 79 8

Fluid Reasoning Index 73 4

Working Memory Index 67 1

Processing Speed Index 80 9

FSIQ 71 3








FSIQ 95 37








FSIQ 110 75








FSIQ 93 32

REFERENCES

Batty, G. D., Der, G., Macintyre, S., & Deary, I. J. (2006). Does IQ explain socioeconomic inequalities in health? Evidence from a population based cohort study in the west of Scotland. BMJ, 332, 580-584.

Bosma, H., PJ van Boxtel, M., IJM Kempen, G., ThM van Eijk, J., & Jolles, J. To what extent does IQ ‘explain’ socio-economic variations in function? BMC Public Health, 7, 179.

Ceci, S. J., & William, W. M. (1997). Schooling, intelligence, and income. American Psychologist, 52, 1051-1058.

Firkowska-Mankiewicz, A. (2011). Adult careers: Does childhood IQ predict later life outcome? Journal of Policy and Practice in Intellectual Disabilities, 8, 1-9.

McGrew, K. (2010). New directions in neuropsychological assessment: Augmenting neuropsychological assessment with CHC cognitive measures [PowerPoint Slides]. Retrieved from: http://www.slideshare.net/iapsych/new-directions-in-neuropsychological-assessment-augmenting-neuropsychological-assessment-with-chc-cognitive-measures

Sattler, J. (2001). Assessment of children: Cognitive applications. (4th ed.). San Diego, CA: Jerome M. Sattler, Publisher, Inc.

Wechsler, D. (2014). Wechsler intelligence scale for children. (5th ed.). Bloomington, MN: PsychCorp.

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IQ: What Is It and What Does It Mean? - … · SO WHAT IS IQ? • David Wechsler stated intelligence is, “the capacity of the individual to act purposefully, to think rationally,

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